AP SAT Central

Entry #3 -- A month before

2009-05-08T04:46:00.000-07:00

Well... I had my first SAT Subject Test ever. That was during May 2009.

Aaaaand. Now chances are, I'm going to take what I learned and adjust my approach:

1) Actually NOT study the night before and
2) Take more practice exams and
3) Not bother to take notes on my errors, just
4) Eat lots of bananas and briefly acknowledge them while
5) Talking out loud to myself because that's supposed to make you remember.

GIVEN that.

I'm going to start studying for Math II now! That's right. That's... 3 weeks before it? Wooow, that usually doesn't happen!

Going to start with Barron's Math II. I also have Kaplan and Princeton Review.

Now for this one, I heard that Barron's is way harder than it is. And that if you get a 680 or something on its practice tests, you're bound to get an 800.

I'm going to be naive again, and just like how I said I wanted to self-study 5 APs before... I'm going to attempt to even get the advanced concepts in Barron's.

I mean, we're going to have to use pre-calc in our lives anyways right? This actually does have real life applications! As opposed to calculus, some say...

A Word on Pacing...

2009-05-08T04:32:00.000-07:00

Oh yes.

So you probably know, it's 55 minutes for 80 multiple choice, a break, and then you're going 2 hr 10 minutes for the whole haul.

That's 15 minutes for reading the DBQ, 45 minutes recommended for writing it, 35 and 35 each for the two essays.

Now I can't believe I made it. But I did.

Here's a few.

With the multiple choice... time went a lot faster with the SAT. Or rather, I went a lot slower because the questions were harder. OR I had the experience gained from the SAT and knew that the best thing was actually to NOT read word for word and use a "multiple choice" test taking approach -- that is, know how to FLY read. Read very fast.

Bottom line. Chances are, you have time to check over your answers. For me, I guess I knew my stuff (hey... :)), and I managed to check about 3/5 the way through before the proctor announced time stop.

But of course, keep a time on the watch. Mark, and do all that stuff you were told to do by the review books. Mark, go back, skip, blah blah. You know the drill.

I remember I went "WHAT?" with the prompt.

With the DBQ, you're going to expect something weird. Usually. I know I probably shouldn't be acting like an APUSH veteran (well... I am :D) just because I took one APUSH exam. But the documents are there to help you. They jog your memory. So DBQ pretty much is taken care of :D.

Though... read over documents quite carefully, but not too carefully. Literally this happened for me during the test:

[me thinking to myself... wait. Do we ever think to anyone other than ourselves? o=]
"Doc A... OK.... wait. I'm not registering"
"OK, I'll read it again"
"Wait... I see text, but I'm not absorbing their meaning"
"It's not sinking in!"
"OMG if I don't do good on the DBQ..."
"OK, now's not the time! One last time"
"I DON'T GET IT! What???"
"OK, you know what??! This is the ABSOLUTE last time! Or else you're NOT using this document!!"
"Ok! Ok! I think I get it. But wait... can I have one more try?"
"No."
[And no, I'm not weird. I bet you do it too]

I ended up wasting about 2 minutes...and not really using the document. Oh wait I did, but you could tell it was ... very ambiguously referred to. Something you should avoid :)

The FRQ... that will take some luck. But you can do it. The thing with the DBQ is, I wanted to add in one last thing in so I went 5 minutes into my essay time. Remember, this time accumulates. That just means not only do you have to finish on time for the essays, you have to finish 5 minutes early.

Lesson learned? You never stop writing in an APUSH exam!

It may get a bit panicky. You're searching for that term, but you just can't seem to get it. For me, I usually list out all the terms I can list associated with the question, even if I know that it isn't directly related (you can always talk about the history of some theme too), and then use these terms to guide you.

Of course, one of the biggest questions I find myself getting marks off is that you have to answer the question. This may sound obvious, and you may even heard of the statement "answer the question asked", or maybe even heard of "answer the question asked. This may sound obvious".

Bottom line, answer the question for real. Sometimes you feel like you aren't answering the question. When you get that feeling, you're probably right. USE the words in the actual prompt! Use word for word!

Even when in meaning, you aren't answering the question... if you use the words in your answer, even if it doesn't answer the actual question ... you sound relevant, and that may be the factor that gives you the extra few marks needed.

So, good luck, APUSHers of 2010 and beyond! I hope I've left behind something.

Right after the APUSH Exam!

2009-05-08T03:59:00.000-07:00

How was it?

WELL.

I can't discuss anything, just like the SAT Subject Test.

BUT I must say that the multiple choice is EASY. (Then again, I took a LOT of practice exams and even for those that I thought were "easy" ... well, those I got 19 wrong. Unfortunately, that translates to a 55... which isn't so good).

Point is, if you can get 65 on the multiple choice, an "average" on the essays, that is, a 5 on all of them (they are all out of 9)... then you're on a way to the 5.

So what practice exams are good?

Well I've had my separate reviews for each.

Basically, the practice exams are the same as the ones I used for the SAT Subject Test:

1 Practice Exam from AMSCO and the Quizzes after each chapter
These have their own unique "style" in the way that there is a LOT of emphasis on identification of who, what, when, in my opinion-- however, some of the concept questions are useful. There are some things that you shouldn't bother wanting to learn about, some people that you would "never" have to know for US history. I give this a 5/10 -- however, their final practice exam at the book was very accurate. Perhaps that boosts the score to a 6.5/10.

There is an answer key that can be purchased from them -- fortunately, my AP teacher gave the entire class the answer key so this proved especially useful.

4 Practice Exams from Kaplan for SAT II
These were ... relatively easy. Easier to just the level of the SAT II, but leaning on the way of easy. However, my scores were still averaging at about 19 wrong per 90, in this case. With the SAT II, you should know that there are a lot of questions dealing w/ graph, chart, and cartoon analysis, and this doesn't appear to be stressed in the practice exams above. Given that, its usually the graph, chart, cartoon analysis that empowers you to answer it because the answer is staring at you right in the face.

Even with it being relatively easy, the concepts that it emphasizes here is quite useful. 6/10.

8 Practice Exams from Barron's for SAT II
Barron's is well known for its... difficulty. And there are definitely MANY questions that you can almost expect to not appear on the SAT II. I mean, things with "where do impeachment charges begin in Congress"? Well, the House. But we don't need to know that.

Having said that, Barron's takes a ... well, unique approach as well as a more difficult approach that "hits" on the style and difficulty of SAT II all the other times -- meaning that it IS a good balance to the "easiness" of all the other practice exams.

If you have time, definitely get the practice and experience you'll learn from the 8 practice exams.

1 Practice Test from the "official source" CB
Unfortunately I only got hold of one of these... and I took this. AAAND I got a higher score on this than on any of the other tests! This may be a good sign...

It should be noted that I did take this "last" as a "final measure" of how I did. The packet also provides a "raw score to scale conversion", and it seems like anything below a raw score of 79 (which is about 8 wrong if you answer all) starts getting deducted from 800.

Well. Scratch that. I took a bit more after the SAT Subject Test for APUSH

3 Practice Tests from Peterson's

Amazingly, I did not feel that these were hard -- BUT I got one of the lowest scores on these quizzes. It turns out that some of the answers on the answer key I actually disagree with because the some of the questions and options for answers are very vaguely worded! This doesn't apply to a majority of the questions -- however, I still learned a lot from these :). Practice makes perfect, even if that practice is a bit flawed. Of course, these aren't first options.

2 Practice Tests from AP Barron's

I heard a lot of people say that "Barron's is hard". But amazingly it's not true for AP US History. Or maybe because AP US History multiple choice is easier than SAT US History, and because of that I assumed that Barron's AP US History would be the same difficulty as the Barron's for SAT US History. Either way:

Easier than I expected. Relatively easy, and "up to level". Perhaps just the right level. I got relatively high scores on these, perhaps one of the highest scores I got on any other practice tests. Anyways, these were a good ego boost... these were the last I took going into the test and I felt that while the style on the actual APUSH multiple choice was different, the difficulty and areas of concern are the same. Worth doing -- unfortunately there's only 2 practice exams from AP Barron's! Aww, they are known for more practice exams, c'mon AP Barron's for US History!

Well that concludes it.

I can't believe a year of my first AP ever is over. I can't believe it. I'll be getting that ... X 4 or X 5 next year. I don't know yet.

Again, important -- ONLY TAKE APUSH if you really like US history. That's why I'm not taking AP Euro :). Sorry monarchs, I don't care.

Freedom... then I miss the "Oppression"

2009-05-08T03:42:00.000-07:00

Not "Oppression".

But AP US History is over :(.

I mean, even while I was going into the test, I was thinking "I can't believe it. This is it".

During the test -- well it was pretty OK. But I can't believe it. I'm thinking, these ... 3 hours determine my fate. Well, not really, if I don't want it to be.

But you know what it means. I paid $90 for this. C'mon.

After I came out, I celebrated with all the others -- but something didn't feel right.

I mean, don't you miss LBJ and the Alien and Sedition Acts...and all these terms! All the forced writing, despite how cruel it was at times...All the DBQ analysis, all the forced memorization...

I mean, for most of us, we were cramming the night before, only to "let it go" as soon as we came out of the exam.

But I guess I never really wanted to let go. I hope this information just doesn't go away. Good thing is that relearning will take faster, and I might just "revisit" all this knowledge when I retake the SAT Subject Test (should I get a "bad" score... depends.... there is the economic crisis right now, so it better be a lower score. Of course, I wish it's a high score. Not one of those in betweens =P).

Ahh, I just miss APUSH already. Sometimes I can't believe I'm saying this.

But if you ask me if I want to take the whole course again... well I like the challenge. Just new information would be better.

I mean, I can't believe how much I learned.

I entered the year not knowing anything about D-Day and never even hearing of a President Cleveland or Harrison...and only hearing of Carnegie Hall, but I didn't know the story behind it.

Its amazing ... how, despite us not being in the "moment" when we were learning or attempting to stay awake with each of the teacher's lectures... we are probably having one of the experiences of life that will impact us forever.

A bit cheesy, I know. But perhaps it relates to LIFE in general as well! I mean, APUSH. It's going to remain relevant (until US gets out of power anyways...but that's out of my lifetime :). I think).

And my future is probably in the states. Very relevant.

Just hope I don't forget it.

Ratification of the Constitution

2009-05-04T08:21:00.000-07:00

“Initially, ratification of the Constitution was highly unlikely, and only after a fierce debate did a combination of factors bring about its adoption by the 13 states.”

Assess the validity of this statement with reference to the roles and influences of Anti-Federalists and compromise on the Bill of Rights.

Thesis; The statement that “…” is primarily valid due the disunity with the antifederalist and federalist debate

Introduction

· Process of making the Constitution

o Continental Congress 1776

§ Colonies to draft new constitution.

§ Asking for colonies to summon themselves into being new states

§ Massachusetts sets an example.

· Called for special convention and then sunmitted final draft to people for ratification.

· Changes only to be through specially called constitutional convention.

o New state constitutions were very similar.

§ Defined powers of government

§ Authority from people.

§ Annual election of legislators, most.

§ Weak executive and judicial branches.

o 13 sovereign states basically alike in government structure and functioned under similar constitutions

o Second Continental Congress.

§ Asserted some conrol over military affairs and foreign policy.

§ But 13 states were sovereign and they coined money, raised armies and navies, and erected tariff barriers.

§ Appointed committee for Articles of Confederation

· Failed, too weak.

o Rise of the federalists:

§ Shays’ Rebellion

§ Trade wars

§ Mobocracy.

· Process towards the Convention

o Annapolis Convention (no unity)

o Constitutional Convention (Philadelphia)

§ Sole and express purpose of revising.

o Immediate disunity – Rhode Island independent minded, stronghold of paper moneyites, did not send delegates until last minute.

· The representatives:

o Did not represent the ‘common man’

o 55 delegates, WASPS, propertied men.

o Held in secret

· Process

o George Washington unanimously elected chairman.

o Bejamin Franklin, Madison (Father of Constitution), Alexander Hamilton (Federalist).

o Most fiery leaders absent – Thomas Jefferson, John Adams, Thomas Paine, Samuel Adams, John Hancock, Patrick Henry not there.

· Conflicts > All of these represented sectional/inter-state conflicts due to what they each want the Constitution to say.

o Representation: Great Compromise

§ Had large state plan (Virginia plan) and small state plan (New Jersey Plan)

§ Large state = bicameral all based on population. Small state = unicameral, equal representation.

§ Resulted in House of Rep and Senate, each given their specific powers.

§ Made the Constitution ratification more likely.

o Powers: Est. of executive branch.

§ Strong independent executive branch in presidency.

· Inspired by effective governor suppression of Shays’ Rebellion.

§ Clashes with the anti-federalists = more debate over Constitution ratification.

§ Reduced powers of “mobocracy”

· Electoral College

§ Debate over the power eventually decided:

· Veto Congress legislation.

· Limit to four years, but no limit to number of terms.

o Slave powers: 3/5 Compromise

§ Compromise 3/5^th of a person for slave trade to end at 1808.

§ Result: eased sectional jealousy in the House.

o Conservatism

§ Constitutional Convention delegates generally favored stronger government w/ 3 branches of check and balances.

§ Federal judges appointed for life, senators indirectly chosen.

· Only House of Reps directly elected then.

o Trade

§ Northern states wanted central government to regulate interstate commerce and foreign trade.

§ South feared that export taxes would have to be placed on its agricultural products such as tobacco and rice.

§ The Commercial Compromise allowed Congress to regulate commerce and place tariffs on foreign imports, but prohibited taxes on any imports.

Anti-Federalists

Anti-federalists bad the initial ratification of the Constitution very unlikely as they intensified the anti-federalist and federalist debate over the central government and delayed the ratification by the 13 states

· Wanted weak government

o Believed that single branch of government – the legislature would be able to govern while federalists believed that three branches, exec, judiciary and legislature required.

o Ratification fiercely debated for almost a year from Sept. 1787 to June 1788.

o Federalists – Atlantic seaboard and Antifederalists – western frontier.

· Already Constitutional Convention delegates said that only nine states’ ratification required for Constitution to be supreme law of land in those states.

· Leaders of antifeds – Samuel Adams, Patrick Henry, Richard Henry Lee.

o States’ righters, westerners, farmers, poorer classes.

o Also consisted of paper-moneyites and debtors.

o Patrick Henry refused to have any growth of government at home and refused to go to the convention.

· Against Federalists – Washington, Benjamin Franklin

o Wealthier, more educated, better organized.

o Controlled press - Federalist Papers

· FIERCE DEBATE >> Reflected in four states that hesitated to ratify

o Virginia fierce antifederalist opposition.

§ Patrick Henry professed to see in the Constitution the “death warrant of liberty”.

§ Antifederalist opposition behind Patrick Henry and George Mason.

§ After debate in state convention, narrowly ratified 89 to 79

· Prevailed only after promising a bill of rights.

o New York

§ Hamilton Federalist went along with John Jay and James Madison to penning the Federalist Papers

· Most influential is federalist No. 10 which declared it possible to extend a republican form of government over large territory.

§ Realized that it could not prosper apart from the Union

§ Close count of 30 to 27

§ Still issued a call for another convention to modify Constitution.

o Dissenting states North Carolina and Rhode Island

§ Did not summon ratifying convention, rejected Constitution.

§ Were very individualist

§ Only accepted after new government in operation for some months.

Compromise on the Bill of Rights

o Argument over the bill of rights (further strengthened the fierce debate)

o Antifederalists objected to the “gilded trap”, the Constitution.

§ Elements of no democracy

· 55 delegates propertied men, neglected the common man

· All done in secrecy and without telling the people.

§ Charged that freedom of individual challenged because of absence over bill of rights.

o Later federalists gave assurance that first Congress would add safeguard by amendment, would add bill of rights

o Lots of compromises worked into it.

o Fierce debate reflected in rough path towards ratification.

§ Four small states quickly accepted it.

§ Massachusetts second most populous state

· First contained antifederalist majority.

· Only after promising addition of bill of rights was ratification secured in narrow margin 187 to 168.

§ New Hampshire first contained strong antifederalist majority as well, but federalists won over enough waverers to secure ratification after addition of bill of rights.

· Made the ratification of Constitution more likely after the compromise on the Bill of Rights.

2nd Great Awakening and Jacksonian Democracy

2009-05-04T08:20:00.000-07:00

Explain how the Second Great Awakening, the ideal of Jacksonian Democracy and American individualism had on the effect of reform movements 1820 – 1860.

American individualism

- Individualism

o Transcendentalist literature

o Individualist literature

o Utopian societies

o Painting, architecture, literature.

Second Great Awakening

o ¾ of 23 million Americans 1850 Church attendance.

o For a long time rationalist ideas of French Revolutionary era softened older orthodoxy.

§ Demonstrated through Thomas Paine’s The Age of Reason.

§ Founding Fathers embraced Deism which relied more on reason than revelation.

§ New Unitarian faith.

o In response to liberalism in religion = Second Great Awakening

§ Spread through “camp meetings”

§ Methodists and Baptists membership goes up

§ Peter Cartwright famous Methodist “circuit rider”

§ Charles Grandison Finney massive revivals.

· Encouraged women to pray aloud in public

· Denounced alcohol and slavery.

· Oberlin College a hotbed of revivalist activity and abolitionism.

o Feminization of religion, in terms of church and theology.

§ Women majority of new church members

§ Preached gospel of female spiritual worth, offered women active role in bringing to family God

o Fragmentation of faiths.

§ Sermonizers preaching “hellfire and brimstone” where New England came to be known as the Burned-Over District.

§ Creation of Millerites a prominent movement.

o Widened lines between classes and religions

§ More prosperous and conservative in the East little touched by revivalism

· Included Episcopalians, Presbyterians, Congregationalists, Unitarians.

§ Methodists and Baptists grew with evangelistic fervor.

o Utopian societies

§ Joseph Smith founded Book of Mormon and Church of Jesus Christ of Latter-Day Saints (Mormons).

· Created sect which was largely individualistic.

· Drilled militia for defensive purposes.

· Brigham Young led Mormons to Utah.

o Led to many small, denominational, liberal arts colleges.

§ Academically anemic and focused too much on religion.

§ Resulted in first state-supported universities beginning with North Carolina.

§ University of Virginia founded by Thomas Jefferson dedicated to university freedom from religious or political constraints and emphasized on modern languages and sciences.

§ Women’s education with Emma Willard establishing Troy Female Seminary.

· Oberlin College opened doors to women and blacks.

· Mary Lyon established Mount Holyoke Seminary

§ General people wanted more knowledge.

· More tax-supported libraries.

· Lecturers taught masses through lyceum lecture associations.

· Talks including Ralph Waldo Emerson

o Optimistic promises of Second Great Awakening inspired many to counter evil.

o Prison reform

§ 1830 many people in debtors prisons sometimes for owing less than a dollar.

§ When laborer won the ballot, asserted himself, state legislatures gradually abolished these prisons.

· Number of capital offenses reduced, brutal punishments such as whipping and branding eliminated.

· Refreshing ideas led to creation of reformatories, houses of corrections and penitentiaries.

§ Dorothea Dix fought for better conditions for treating the insane. Led the way to better treatment of those afflicted with mental illnesses.

Jacksonian Ideals:

o Schooling reforms

§ Tax-supported public education triumphed between 1825 and 1850

§ Gaining manhood suffrage for whites in Jackson’s day

· Cried for free education.

· Age of Common Man

§ Taught the 3 Rs

§ Reform by Horace Mann campaigned for more and better schoolhouses, longer terms, higher pay for teachers.

· Aided by Noah Webster’s standardization of American language

· Aided by William H. McGuffey’s publication of McGuffey Readers

o Abolitionist movement

§ Heavy drinking decreased efficiency of labor.

§ Fouled sanctity of family

§ American Temperance Society

· Implored drinkers to sign temperance pledge, organized “Cold Water Army”

· Use of pictures, pamphlets for abolition.

· T.S. Arthur’s Ten Nights in a Barroom and What I Saw There.

· Stressed “temperance” or control.

· Prominent leader: Neal S. Dow “Father of Prohibition”.

· Sponsored Maine Law which prohibited manufacture and sale of alcohol.

o Dozen or so states passed various prohibitory laws, but repealed or declared unconscitutional.

o Fighting for women

§ Wanted to get out of cult domesticity

§ Catherine Beecher urged women to seek employment as teachers

§ Touched off by the evangelical spirit that offered the promise of earthly reward for human endeavors.

§ Lucretia Mott and antislavery convention in London 1840 not recognized.

§ Elizabeth Cady Stanton advocate suffrage for women.

§ Susan B. Anthony militant lecturer for female rights.

§ Elizabeth Blackwell first female graduate of medical college.

§ Margaret Fuller edited transcendentalist journal The Dial and empowered role of women when bringing unity to republican government in Italy.

§ Grimke Sisters championed antislavery.

§ Amelia Bloomer against female attire and “bloomers”.

§ Seneca Falls Convention (1848) Stanton read “Declaration of Sentiments” which in spirit of Declaration of Independence declaring that “all men and women are created equal”.

· Launched modern women’s rights movement

§ Women gradually being admitted to colleges, some states like Mississippi permitting wives to own property.

American individualism

o Utopian and indivudliastic spirit of the age, various reformers set up more than forty communities in response to the industrialism and all reforms.

§ Robert Owen founded communal society at New Harmony.

§ Brook Farm committed to philosophy of transcendentalism. Committed to “plain living and high thinking”.

§ Oneida Community practiced “free love”, birth control and selection of parents to produce superior offspring.

§ Mother Ann Lee led the Shakers, which had many religious communities.

Andrew Johnson and Woodrow Wilson: Peacemakers?

2009-05-04T08:18:00.000-07:00

Why were both Andrew Johnson and Woodrow Wilson frustrated as peacemakers?

Had opposition from within the government AND were uncompromising in nature,

AJ AND WW BOTH FRUSTRATED AS PEACEMAKERS AS THEY FACED OPPOSITION FROM WITHIN THE GOVERNMENT

ANDREW JOHNSON

· Had to deal with conflict within the Government.

o Radical Republicans led by Thaddeus Stevens and Charles Sumner (in Senate)

o Was a moderate.

§ Passed Reconstruction Proclamation which disenfranchised certain leading Confederates.

· Republicans also angered when ex-Confederates, associated with the “lost cause”, returned to Congress. Included Alexander Stephens.

o PERSONALLY PARDONED by Johnson.

o Did not want to give up their dominance in Congress to favor the North, incl. Passing acts such as the Morrill Tariff, Pacific Railroad Act, and the Homestead Act.

o The South now had blacks count as 5/5 of a person (as opposed to the 3/5 compromise, leading to 12 more votes in Congress, 12 more presidential electoral votes than they previously enjoyed.

§ Great Republican fear that the Democrats in North would join with South and dismantle all econ programs and strike down once again against blacks.

· SWING AROUND THE CIRCLE

o Led to Republican domination of BOTH HOUSES of Congress.

o Resulted in Repub waving of the bloody shirt

· After Civil Rights, Congress dominated.

· Reconstruction Act divided the South into 5 military districts, disenfranchising former Confederates.

o While Johnson previously agreed to Lincoln’s 10% Plan and not to the Wade-Davis Bill as set out by Congress, the radical Republican Congress wanted the south to ratify the 14^th Amendment upon re-entering the nation. Also required them to be granted full male suffrage.

· Civil Rights Act à 14^th Amendment (prohibited any state from denying “Life, liberty, or property without due process & gave states choice to give black ppl vote or not be represented in Congress…meant to override Black Codes out of fear of Dem. Domination)

· Army Act which lowered presidential power as “commander in chief” of army.

o Violation of checks and balances.

· Passed the Tenure of Office Act and Johnson purposely removed Secretary of War Edwin M. Stanton.

o Later found to be not guilty, and Johnson ultimately agreed to stop obstructing Republican policies if he were to be allowed to remain in office.

§ Later the administration proved to be a figurehead (as a result of the opposition from Congress).

o 15^th Amendment also used as a means by the Radical Republicans to remain in Congress (so that they would secure black votes).

§ Military Reconstruction also conflicted with the ruling of Ex Parte Milligan, which said that civilians could not be tried anytime by military courts when civil courts were opened.

§ By 1870 had southern governments had organized their governments to recognize the accorded full rights.

· But when federal troops left state, Redeemers would once again have Democratic South return to early Reconstruction age.

WOODROW WILSON

· League of Nations

o Attempted to establish this successfully and asked for “all or nothing” – did not want the extra strings attached by the Republicans in Congress who wanted to add protections to the sovereignty to US

§ Otherwise US would be morally obligated to help other nations attacked via collective security.

o Wilson refused to compromise and treaty might have been accepted if certain measures were taken to protect American sovereignty. Instead attempted to rally up popular support, resulting in his stroke.

o League of Nations undercut from beginning w/ refusal of mightiest power to join it.

o Would greatly fail in preventing Allies from starting WWII later on as they could just blame the US.\

· Wilson refused to compromise and treaty might have been accepted if certain measures were taken to protect American sovereignty. Instead attempted to rally up popular support, resulting in his stroke.

· During the Paris Peace Conference which discussed the Treaty of Versailles, opposition from Congress with the strong Republican Congress.

o Wilson refused to bring a Republican representative in his expedition to Paris to discuss the treaty.

o Anti-League Republicans led by Henry Cabot Lodge successfully prevented the ratification of the Treaty of Versailles without any changes (which was the flat out acceptance of the League of Nations), directly preventing this multi-nation alliance to have an effective start with the refusal of the US, strongest nation to join.

· Similarly, during Wilson’s presidency, he as frustrated by the conflict between imperialists (who had their ideas supported through Roosevelt’s big stick policy and Taft’s dollar diplomacy) and the isolationists.

o Difficulties in foreign policy.

§ After the arrest of American soldiers, Wilson stubbornly wanted to eliminate Huerta and sent a navy to Mexico to capture Veracruz. Despite later amendments made by the ABC Powers, would have bandito “Pancho” Villa attacking Americans, attempting to provoke war between Wilson and Carranza.

· Wilson would respond by dispatching John J. Pershing to quell the troops.

· WWI attempted to solve problem through diplomatic channels. In first term sought by all diplomatic means to maintain neutrality.

o Had to face growing public discontent after German sinking of Lusitania by a German U-Boat which led to a lot of protest. After sinking of American Sussex Wilson would issue an ultimatum to which German would respond with a pledge to stop unrestricted submarine attacks.

o After sinking of Lusitania, Americans very angered and brought eastern US closer to war. However, rest of country still had distaste for war.

BOTH FRUSTRATED AS PEACEMAKERS DUE TO THEIR PERSONAL IDEALS AND GOALS, PUTTING THEM AT ODDS WITH PUBLIC OPINION

ANDREW JOHNSON

- After assassination of Lincoln, he wasn’t of the same party as the Republicans in Congress as he previously was a War Democrat.

o Had separated himself from the Democrats, and was never accepted by the Republican party.

- Meanwhile the Republican party who had “won” the Civil War was determined to reconstruct South and run the country with the lack of compromise from Andrew Jackson.

· Johnson attempts to follow his predecessors with the Freedmen’s Bureau to cope with problem of free unskilled blacks.

o Led by Oliver O Howard, but as Johnson was previously governor of TN, would often veto attempts to strengthen the Bureau.

o Would continue to veto further bills attempting to revive the Freedmen’s Bureau.

· Racist, non-compromising views would eventually kill it in 1872.

· In response to Johnson’s veto of the Freedmen’s Bureau, would retaliate by attempting to pass the Civil Rights Bill, which gave blacks privilege of American citizenship and struck at Black Codes.

o Johnson would veto this measure partly due to his racist beliefs, though this time Congress would override his veto.

· He himself sanctioned southern regimes which passed the Black Codes

o When Southern regimes passed Black Codes or Jim Crow Laws which aimed to keep blacks a stable and subservient labor force, they kept blacks working under unfair “labor contracts”.

§ Prevented blacks from serving on a jury, mocked the ideal of freedom. Were almost just like the slave codes before the war.

§ Many became sharecroppers, which was economic slavery and did not contribute to peace in the south.

· Never was able to get public opinion on his side

o Lack of unity within the government. As Republican Congress attempted to pass 14^th Amendment, which granted “due process” for the blacks.

§ Johnson told the “sinful eleven” to reject it, and all but TN would listen.

o As a result of his swinging around the circle, he instead increased the Radical Republicans majority in both houses of the Congress. Was unsuccessful as a vote getter, further reducing his power as president.

· WENT AGAINST the isolationist policies of the public.

o Purchase of Alaska by Secretary of State William H. Seward.

o Russia wanted to strengthen western hold against Britain, so sold it to America.

· Expansionist Seward’s purchase went against the public’s isolationist, anti-expansionist, economy-minded, Reconstruction-minded public. Dubbed “Walrussia” and “Seward’s Icebox”.

- Johnson primarily made it clear that he did not want to grant blacks the peace and favored the anti-black sentiment by the southern regimes. Sanctioned governments which passed the literacy test, poll tax, and grandfather clause.

o Pardoned high ranking CSA officials including Alexander Stephens who would be elected to Congress. Partly favored the redemption goal of southerners.

- Due to racist nature, and uncompromising nature, did not oppose the rise of the KKK, there was lynching the south and great anti-black sentiment in the South.

- Responsible for intimidating blacks and liberal whites.

o Derogatory terms such as Carpetbaggers (northerners who invested in the south) and scalawags (southerners who supported “northern” thinking) added to the sectional tension.

o Would fail to distribute land to blacks as only 5% of blacks owned land by 1880. Was not intent in giving rights to blacks.

· After the Emancipation Proclamation, it took place unevenly in Confederacy, with planters resisting emancipation as hard as they can.

WOODROW WILSON

· His ideals (like Johnson’s ideals in being a moderate and maintaining a moderate approach [as opposed vengeful approach] to Reconstruction) frustrated his peacemaking process.

o PUBLIC OPINION: After the bloody revolution which established Huerta as the president of Mexico, there was a mass migration of Mexicans to the US. More than millions of Spanish settled near the border and endangered American jobs as they took jobs as fruit pickers or miners., railway builders.

o Resulted in an angered public from jingoists including influential yellow journalist William Randolph Hearst.

o Wilson stood firm against public opinion of jingoists, saying that it was “perilous” to determine foreign policy “in the terms of material interest”.

- He aimed to uphold his ideals for democracy (though not necessarily remaining anti-jingoist) and ended up dispatching marines to Haiti and Cuba which was not peacemaking, but instead, as a result of these foreign uprisings, led to a frustration of his efforts at remaining peaceful.

- WWI

· Foreign confrontation German’s repeated violations of their “pledges” to 1) not sink neutral shipping, then 2) not sink neutral ships without warning until they finally said they will wage unrestricted submarine warfare.

o Ideals were to keep out of war as his campaign slogan in 1916 was “He kept us out of war”.

o Relations against Germans more tense as protests against Germany grew as Germany then renews unrestricted submarine warfare, frustrating his attempts at peace.

· Attempted to resolve through diplomatic channels, but continued to use a failed tactic of idealistic negotiations.

o Right to freedom of seas à Lusitania

§ Sussex Pledge broken

§ Zimmerman Telegram

§ Russian Bolshevik Revolution led to concerns of democracy.

§ Previously was “he kept us out of war”, not had to go against his own ideals of isolationism to go to war in WWI as well as declaration of unrestricted warfare by Germans.

· IDEALISM would also lead to lack of compromise and failure to get the Treaty of Versailles passed.

o Wanted: Fourteen Points

§ Freedom of the seas

§ End to making secret treaties

§ Reduction of nat’l armaments

§ Self determination

§ LEAGUE OF NATIONS

· But ended up with resistance from Henry Cabot Lodge, resulting in

o US not accepting the League of Nations, crippling it from the start.

o The points of Wilson’s proposal were too idealist that negotiations with the Big Four ended up with him giving up many of the points in order to secure the League of Nations which would fail.

Progressives and the Middle Class

2009-05-04T08:17:00.000-07:00

“Because Progressives chiefly represented the interests and values of the middle class, they totally neglected the interests of the working class.” Assess the validity of this statement

The statement as primarily invalid as the Progressives successfully carried out the interests of the working class as a result of effectively representing the interests of the middle class with reforms of

1) Improving working conditions

2) Increasing economic equality through disintegrating bad monopolies and trust-busting

3) Advocating suffrage for women, more political rights, as well as increasing standard of living which greatly favored the interests of the working class.

About the Progressive Movement (to be in introduction or distributed throughout paragraphs)

Progressive movement designed to correct the abuses which reformers felt had crept into American society + gov as a result of industrialization, corruption and urbanization.

- Result of poor working conditions, lack of social services due to government’s laissez-faire policy, corruption which had the “democratic machine” including Tammany Hall and Credit Mobilier, as well as poor living standards.

- Inspired by the muckrakers who brought to light many of the abuses the Progressives were campaigning against.

o Upton Sinclair wrote The Jungle, which told of the horrible conditions of a Chicago meatpacking industry. Though the effect made America recoil away from meat, increased awareness.

o Lincoln Steffens wrote Shame of the Cities regarding the abundant corruption in city governments.

o Frank Norris writes The Octopus, which attacked Southern Pacific Company’s monopoly on the railroads.

o Ida Tarbell writes about the History of Standard Oil which attacked Rockefeller as well as monopolistic practices of horizontal integration.

o Jacob Riis talked about the despair of the poor in America who are living under the poverty line with How the Other Half Lives.

o McClures a magazine which carried History of Standard Oil and Shame of the Cities

- Muckrakers responsible for pointing out evils, though not necessarily for proposing remedies.

o “Cure for American democracy was more democracy”.

- Theodore Roosevelt, William Howard Taft and Woodrow Wilson considered the Progressive Presidents.

o Roosevelt called for his Square Deal which later in his reelection, called for New Nationalism which was more government regulation of business and unions, women’s suffrage and more social welfare programs.

o Wilson pledged New Freedom which limited both big business and big government, and revive competition by supporting small businesses.

- Progressive movement primarily aimed for:

o Cleaner, safer cities

o End to political corruption, which resulted in money in the wrong hands.

o Regulation of monopolies and big businesses

o Labor unions- better working conditions

o Religious groups for prohibition and temperance

o Women suffrage

o Blacks and their civil rights.

- Of the above, the three points stated above as part of the Progressive movement, greatly benefited the working class.

Thesis: The statement that “…” is primarily invalid; even though the Progressives chiefly represented the interests and values of the middle class, the accomplishments in improving working conditions, increasing economic equality through breaking unfair practices in the economy, as well as increasing political, social rights and standards of living were to benefit not only the middle class but the benefit the working class as well.

Improving Working Conditions

o Lochner v. New York where the Supreme Court case invalidated a New York law establishing a 10 hour day for bakers.

- In Roosevelt’s Term

o Largely thinks that Americans deserved an “honest opportunity”, a Square Deal.

o Anthracite Coal Strike an example of public indifference to worker conditions.

§ Used his big stick.

§ Strike broke out in mines where many of the miners, illiterate immigrants, demanded a 20% increase and reduction of working day.

§ Mine owners were confident that it wouldn’t succeed and refused to even negotiate.

· One of the owners George F. Baer reflected the condescending attitude of owners as he made a condescending remark.

§ Would later be handled by Roosevelt’s Square Deal which threatened to seize the mines and operate them with federal troops.

· For first time, federal force used for labor, rather than against labor.

§ Marked DEPARTURE from pro-business position, which greatly helped working conditions.

o Was a victory as there was a 9 hour workday granted to kminers.

- Taft’s Term

o Established an 8 hour work day for all employees on government contracts.

o Established the Department of Labor and Commerce which improved working conditions and supervised commercial development.

o Had the 16^th Amendment which established the graduated income tax.

- Wilson’s Term

o Keating-Owen Act which effectively banned factory child labor under the age of 14

o La Follette Seamen’s Act which required decent treatment and a living wage on American merchant ships

o Clayton-Antitrust Act which exempted strikes boycotts and picketing from the Sherman Antitrust Act. Trade unions were not classified as “trusts”

§ Empowered the power of the laborers, which gave them the right to respond in the face of harsh working conditions.

o Workingmen’s Compensation Act which granted federal civil-service employees during periods of disability, assistance.

o Also approved an act restricting child labor on products flowing into interstate commerce.

§ Though Supreme Court soon invalidated law.

o Adamson Act of 1916 provided an 8 hour workday for railroad workers.

§ Extra pay overtime.

o Very beneficial for 1.7 million railroad workers in nation.

o Child Labor Act, which reformed rights of children.

§ Prohibited shipment in interstate commerce of products manufactured by children under 14 years old.

- Final Results

o Safety and sanitation codes for industry achieved.

o Prohibiting hiring of juveniles in harmful working conditions

o Increase of workmen’s compensation laws as well as max hour days and against minimum wages.

§ Triangle Shirtwaist Company in New York City had locked doors and violations of the fire code due to unregulated hours and conditions of sweatshops.

· In a fire, would kill 146 workers, most of them young immigrant women.

o Eventually NY legislature would pass stronger laws regulating hours and conditions.

· Other legislatures followed and by 1917 30 states would have worker’s compensation laws on books and provided insurance to workers in industrial accidents.

o Samuel Gompers (AFL) understood need for reform in working conditions for his labor union members and supported the Progressives.

Increase economic equality through trust-busting

- Roosevelt’s term

o Supported prosecution of Northern Securities Company under his 3 Cs of the Square Deal.

· Control through 3 Cs of “control of corps, consumer protection, and conservation of natural resources”.

§ Sherman Antitrust Act failed to check the merging of businesses into huge aggregations of capitals, or “trusts”.

§ Company managed railroads of northwest, roughly ¼ of US area.

§ Ordered the merger dissolved and was government’s FIRST substantial victory over business combination.

· Was an end to the “immunity from government control” by big businesses in spite of Interstate Commerce Act and Sherman Antitrust Act.

o Encouraged strengthening of the Interstate Commerce Act with the Elkins Act which rebates were illegal and the recipient of the rebate could be prosecuted.

§ Elkins responsible for giving the Interstate Commerce Commission the power to suspend new railroad rates and oversee telephone, telegraph and cable companies.

§ Also established the Hepburn Act which government could reduce railroad freight rates if it saw that it was too high.

o Known as the “trust buster”

§ Busted twice as many trusts as all preious administrations.

§ Though he saw a difference between big and bad and didn’t think big was always bad. Was more of a “trust tamer”.

o Pure Food and Drug Act as well as Meat Inspection Act in direct response to Upton Sinclair’s The Jungle.

§ Increased awareness for meat-packing conditions in addition to caring for the consumer.

§ STANDARD OF LIVING increases

- Taft’s Term

o Continued the trust-busting policies, would bust twice the amount of trusts as his predecessor.

§ Would be involved in 90 antitrust suits

o Dissolved Standard Oil for being an illegal monopoly under Sherman Anti-Trust Act.

§ Same time Court handed down the “rule of reason” which held that only combinations that “unreasonably” restrained trade were illegal.

· Made antitrust legislation more effective

o Later decided to attack US Steel Corporation.

o Charles Evan Hughs gov of New York famous for investigating malpractices of gas and insurance companies and coal trust.

- Wilson’s Term

o Defined by his New Freedom program

§ Fought for stronger antitrust legislation, banking reform, tariff reductions.

§ Had a triple wall of privilege with the tariff, the banks, the trust.

o Established the Federal Farm Loan Act where farmers could get longer loans at better rates than that from commercial banks.

o Further protected the economic rights of wage workers when he established the Warehouse Act which authorized loans on security of staple crops.

o Established the Federal Reserve Act and the Federal Trade Commission

§ Federal Reserve – A nationwide system of 12 regional reserve districts, each with its own central bank.

§ Final authority of Federal Reserve Board guaranteed a substantial measure of public control.

§ Federal Trade Commission used to investigate and expose unfair practices of corporations which led to the Clayton Antitrust Act that instituted antitrust proceedings in 92 cases.

· Expanded on Sherman Antitrust Act’s list of objectional practices incl. price discrimination, prevented interlocking directorates.

o Led to conferring benefits of labor, which had been previously prevented by Sherman Act.

§ Samuel Gompers, leader of the AF of L called the Clayton Antitrust Act the Magna Carta of Labor.

o Applied directly to New Freedom because by that he meant freedom for consumers from workers from unfair practices commonly associated w/ monopolies.

o Underwood Tariff which was first substantial reduction of taxes in 56 years.

§ First part was a graduated income tax which was made legal by 16^th Amendmentwhich greatly benefited the poor.

Advocated suffrage for women, and temperance

- Roosevelt’s administration

o Established much of Wisconsin Republican Senator Robert La Follette

§ His Wisconsin Plan

· Referendum which allowed voters to have a direct say in proposing laws.

· Recall which allowed voters to have special election to remove office holders.

· Direct Primary where voters can directly vote for person they want as their party’s candidate.

o Previously party bosses made the decision

· Direct election of senators

o Previously US senators to be selected by each state’s legislature as opposed to people.

§ Nickname was “Fighting Bob” as he was one of the most militant of Progressive reformers for voting rights.

o Initiative also launched during his term

§ Gave people the right of petition. If enough people signed a law, it can be proposed to the state legislature, which then must act on it.

- Taft’s Administration

o 16^th Amendment passed under Taft, which enabled Congress to collect a graduated income tax.

o Hiram W. Johnson helped break grip of Southern Pacific Railroad on Cali politics.

- Campaign for Women’s Rights

o Anti-liquor campaign led by Women’s Christian Temperance Union (WCTU) led by Frances E. Willard succeeded in getting “dry laws” passed.

§ Alcoholism was leading cause of crime, poverty, draining of money, and did much to alleviate the burdens of poverty on the working class.

o Carrie Chapman Catt became president of National American Woman Suffrage Association (NAWSA).

§ Argued for the vote as broadening democracy, enabling them to more accurately care for families in an industrial society

§ Applied to workers

o Margaret Sanger advocated birth control, pushed for reproductive rights for women, which were a large part of the working class.

o Alice Paul leader of the National Woman’s Party.

- Voter’s rights

o Had the Australian (secret) ballot where political parties could no longer control the working class and middle class by manipulating their votes. By 1910 all states voted this way.

o Increase of social welfare

§ Settlement houses including the Hull House established by Jane Addams, as well as Frances Kelly and other leaders of social justice movement worked for needs of immigrants and working class.

· Florence Kelley to become Illinois’ first chief factory inspector and one of nation’s leading advocates for improved factory conditions.

· Took control of the National Consumers’ League which mobilized female consumers to pressure for laws safeguarding women and children in workplace.

§ Lobbied vigorously for successes in schools, juvenile courts, liberalized divorce laws, and regulations for facotires.

§ Believed criminals could be more effective citizens through reform, and fought for system of parole, separate reformatories for juveniles as well as limits on death penalty.

- Wilson’s Administration

o 3 Amendments launched while Wilson was president.

§ 17^th Amendment led to direct election of US senators

· Increased rights were greater representation where workers could talk of their working conditions.

§ 18^th Amendment which instituted prohibition greatly alleviated burden of poverty on working class

§ 19^th Amendment where women received the vote

· As a result of women’s devoted support in war efforts.

Conclusion

Several planks of the Progressive platform applied directly and benefited the working class, from improving the working conditions that previously plagued the working class to increasing economic equality by taming or busting trusts that endangered the economic state of the poor working class, to finally advocating social and political rights to increase the power of the poor in politics, as well as caring for them through social reform.

Isolationism v. Imperialism in Foreign Policy

2009-05-04T08:15:00.000-07:00

Compare and contrast US foreign policy from 1914 – 1917 with US foreign policy from 1801 to 1814.

Foreign policy from 1800 – 1814

Highlights:

· Generally isolationist

· Established by first presidency in 1784 Washington’s Farewell Address who warned the nation against “permanent entanglements”

Jeffersonian Foreign Policy

· Carried out neutrality policies of Washington and Adams.

o Reduced size of military,

· Louisana Purchase

o Previously claimed by Spain.

o Napoleon seized it from Spain

· US interest in the Mississippi river

o During Jeffersonian presidency, western frontier extended beyond Ohio and Kentucky into Indian territory.

o Much of economy here depended on transporting goods westward into Mississippi and to New Orleans which led to Pacific.

§ Spain had suddenly revoked the right of deposit granted in Pinckney Treaty of 1795 which no longer allowed American farmers tax-free use of the port..

§ Jefferson feared that as long as foreign power controlled river at New Orleans, US risked entanglement in European affairs.

· Sends ministers to France to offer $10 million for New Orleans.

o Offered up to $10 million, did not directly confront but aimed to buy land from the threat.

o Instructed that if failed, were instructed to begin discussions w/ US British Alliance.

§ Somewhat confrontational move.

o Napoleon eager to have money for war against Britain, offered New Orleans and Louisiana Territory for $15 million.

· Controversies with the purchase.

o Jefferson, most Americans approved of purchase.

o Jefferson committed to strict interpretation of Constitution

§ Had set aside idealism for country’s good.

§ Had removed a foreign presence from nation’s border, guaranteed extension of western frontier to lands beyond Mississippi.

o Lewis and Clark expeditions begun before Congress accepted scientific exploration of Louisiana Purchase.

§ With guidance of Sacajawea, would establish the geographic and scientific knowledge of US while tying territory closer as part of the US.

· SECOND TERM of Jefferson

o Continued to avoid war with foreign powers. Rejected idea of permanent alliances and sought US neutrality despite increasing provocation from France and Britain in Napoleonic wars.

· Barbary Pirates

o Previously President Washington and John Adams agreed to pay tribute to Barbary Pirates for protection in Mediterranean.

o When the Pasha of Tripoli demanded higher tribute, Jefferson decided to send naval vessels to Tripoli

§ Did not achieve a decisive victory, but gained respect and had measure of protection obtained for US vessels in Mediterranean waters.

· Other European nations would continue to pay tribute for long time.

· Challenges to US neutrality through Napoleonic Wars.

o British and France attempted naval blockades of enemy ports

o Regularly seized ships of neutral nations and confiscated cargoes.

§ Impressment of seamen where they forced American sea vessel crew into British navy.

o When British warship Leopard fired on US warship Chesapeake, its crew was impressed into British navy.

§ Jefferson instead resorted to diplomacy and economic pressure to repond to crisis.

· Led to Embargo Act (1807)

o Saw as an alternative to war

o Prohibited any American merchant ships from sailing to any foreign port.

§ US was Britain’s largest trading partner.

o Embargo backfired and brought econ hardship to US.

§ British determined to control seas at all costs and turned to South America instead.

§ Would lead to Hartford Convention where Federalists want to make New England secede from Union.

· Seeing that the Embargo Act had backfired, would repeal act later

MADISON’s PRESIDENCY

· Close follower (Secretary of State for Jefferson) of Jefferson, but would ultimately go to war.

· Non-intercourse Act 1908

o Allowed Americans to trade with all besides Britain and France.

· Economic tensions increased and were ineffective, leading to Macon’s Bill No. 2.

o Provided that US would trade with British and France only if one of them would recognize US rights at sea. Then the US would stop trading with its foe.

o Led to Napoleon’s deception when Napoleon “agreed” to respect US rights at sea. This led to US embargoeing trade with Britain, but the French continued to seize US merchant ships despite this.

· Led to US involvement in the War of 1812.

o Saw that US involvement was because of threat of their freedom of the seas and an increasing British threat from the west.

o British also involved in helping Tecuseh and Prophet in uniting the tribes east of Mississippi River.

· Led to William Henry Harrison defeating them in the Battle of Tippecanoe, -- saw that British was responsible (despite limited aid)

o Pressures from war hawks.

· British delays in US demands over neutral rights as well as political pressures form war-hawk Congress.

o “Imperialist” actions of Madison made War of 1812 “Madison’s War”.

· Treaty of Ghent.

o Mentioned nothing of the grievances that led to war.

o War ended with no gain for either side.

US foreign policy from 1914 – 1917

· Foreign policy characterized by Wilson’s idealism and New Freedom

o Idealistic as he did not want imperialism to settle issues, but would eventually lead America into WWI.

o Recoiled from jingoism, was against big stickism, and against dollar diplomacy of Taft.

· In 1914 withdrew special support from American investors in Latin America and China.

o Americans would back out of Taft-engineered loan to China next day.

· Repealed Panama Canal Tolls Act which had exempted American coastwise shipping from tolls in Panama.

o Withdrew from previous American dominance in Panama.

· Further was anti-imperialist like pacifist Bryan through signing the Jones Act.

o 1916 Granted Philippines a territorial status and promised independence as soon as a “stable gov” could be established.

· Also approached possible conflicts with diplomacy.

o California legislature prohibited Japanese from owning land. When a confrontation appeared imminent, Wilson dispatched William Jennings Bryan to ease tensions and soften its stand.

· But was somewhat imperialist in Haiti.

o When previous president was brutally assassinated, dispatched marines to protect Amer lives and property.

o Borrowed from Roosevelt’s corollary to the Monroe Doctrine and concluded a treaty which provided US supervision of finances and police in Haiti.

· ALSO sent marines to quell riots in Dominican Republic and would remain there for next 8 years.

· Also purchased Virgin Islands to tighten grip of US in Latin America, further making it a Yankee Lake.

· MEXICO prominent example of imperialism.

o With the installation of Victoriano Huerta as president after brutal revolution, Mexicans began to endanger lives and wage workers near the border.

§ Despite public demands for war, Wilson saw that it was “perilous” to determine foreign policy “in terms of foreign interests”

§ Still refused to recognize the government of Huerta (was not straight out imperialist, but still fought for the ideals of democracy)

· Supported Huerta’s rivals Carranza and Villa.

o Was stubbornly determined to eliminate Huerta and asked Congress for force against Mexico. Before that happened, Wilson ordered navy to seiz Vera Cruz which was very imperialist, esp. when nation’s rights weren’t immediately dangered for war.

§ But also accepted conference of ABC powers.

§ Collapse of Huerta without any military intervention.

o After Carranza succeeded as leader, Villa and his gang of bandits ruthlessly attacked American workers in Mexico, attempting to provoke war.

§ Resulted in sending of General Pershing to quell the bandits though would later withdraw troops due to threat of WWI.

· Attempting to remain neutral in WWI. Very much attempted to remain neutral, isolationist as a tradition est. by Washington.

o Wilson resisted the tug to join the Allies or the Central Powers

§ “The United States must be neutral in fact as well as name…we must be impartial in thought as well as action”.

§ For 1916 re-election would have slogan “He Kept us out of war”

o Had the tug of democracy to support.

§ W/ the “Rape of Belgium” against the autocracy of Kaiser Wilhelm II.

§ In response to British blockade, Germany announced submarine war area around Britain and was a threat to US’s freedom of the seas.

· Note was also why we went to war in Barbary Pirates and War of 1812

§ Through diplomatic channel made Breline agree to “try” not to sink neutral shipping though they warned mistakes could occur.

· Only warned that German would have “strict accountability” for any attacks on Americans.

§ Yet U-Boats continued to attack.

§ Sinking of British Lusitania which killed 128 Americans

· Continued to use verbal diplomacy and made some progress until Arabic sinking of Britain’s ship when Berlin agreed to not sink unarmed and unresisting passenger ships without warning.

§ After sinking of French Sussex made Germany agree to Wilson’s Sussex ultimatum agreeing to not sink ships, merchant vessels w/o warning.

· But Wilson accepted the pledge without agreeing to string Germany attached.

· FINAL OUTLINE

· Similarities:

o Faced with world conflicts and attempted to stay out of them. Both attempted to prevent the “permanent entanglements” as addressed by Washington’s Farewell Address. Yet both also eventually went to the greatest conflicts of their time for national interest of freedom of the seas.

§ Jefferson faced the Napoleonic Wars where the Embargo Act and later in Madison’s administration, Non-Intercourse Act which all failed. After diplomatic efforts failed, went into the War of 1812 with a late entrance.

§ Likewise Wilson did much to remain neutral. Attempted numerous pledges with the British and Germans, using diplomatic channels to get the Sussex Pledge (after sinking if Sussex) and before that, used only diplomatic channels to make Germans promise not to have unrestricted warfare with sinking of British Lusitania. Only after Germany begins policy of unrestricted submarine warfare that contributes to US joining immediately, as well as the Zimmerman Telegraph.

· Previously Wilson followed w/ “The United States must be neutral in fact as well as name … we must be impartial in thought as well as action”.

· Slogan for 1916 presidential campaign was “He kept us out of war” which shows his anti-war feelings as well as isolationist feelings of country.

· Guided very much by idealism, advocated a “peace without victory” as well as putting forth his 14 Points which had minimal imperialist motives but appeared to only want to establish democracdy.

§ Both sides largely aimed to remain isolationist in wars, resorting first to diplomatic channels despite repeated failures. However, when the interests of the nation were immediately endangered, both would resort to war.

o Both went against their ideals when the interests of the nation were immediately endangered.

§ Jefferson violated his strict interpretation of the Constitution, and moved to briefly accept a loose interpretation of the Constitution (which would have expanded the president’s powers, in this case, moving towards a more aggressive foreign policy) with the Louisiana Purchase. Acceptance of the land $15 million had no regard to what the Native Americans thought, and led to immediate expeditions such as through Lewis and Clark’s expedition.

· Previously US’s economic interests endangered as Spanish suddenly revoked the right of deposit in New Orleans as secured in Pinckney’s Treaty. Initially aimed to buy New Orleans for $10 million, but ministers accepted offer of New Orleans and Louisana Territory for $15 million.

§ Wilson violated his advocacy for the belief of democracy and self-determination (in his 14 Points) at times when he saw that the nation’s rights were immediately endangered. After the attacks from newly established Huerta, would resort to a policy of “watchful waiting”. However later on would land US marines in Vercruz in response to arrest of US sailors. Raids of Villa resulted in expedition to Mexico by Pershing.

· DIFFERENCES

o Jefferson and Madison often did not move beyond asserting US rights in a certain territory, while Wilson often leaned imperialist with many cases of military intervention; Wilson was also in an age when US was a world power, giving him the authority to assert US as the “policeman” of littler countries.

§ When aimed to secure freedom of the seas in the Mediterranean, would engage in war with the Barbary pirates, gaining their protection and ending there.

§ In cases of Wilson, would move beyond that. Despite recognizing the right of self-determination of other minorities, purchased Virgin Islands from Denmark as a defensive measure against Germany. Would also send troops to Haiti (1915), Dominican Republic (1916), and Cuba (1917) often after the government there was found to be “unstable” (in the case of the revolution in Dominican Republic). Despite his rejection of imperialism, troops still remained there for the next 8 years while nation’s rights were not immediately endangered.

a) US a world power during Wilson’s time whereas TJ and Mad were presidents of a growing nation (growing power vs. world power)

i. Not much respect for US during that time (although War of 1812 gave them some respect)

1. Barbary pirates

2. Needed to expand à LA Purchase w/ France

ii. During Wilson’s time, could act like an “international police force”

1. Jones Act

2. Puerto Rico

3. Haiti, Dominican Republic, Cuba

4. Huerta

b) Also more involved in international affairs (Allied Powers) whereas War of 1812 was alone